HowGill Centre Nursery

Inclusion: Expected standard

Staff and leaders are committed to identifying, assessing and addressing the needs of children with special educational needs and/or disabilities (SEND) and those who are disadvantaged or face barriers to learning or wellbeing. They build positive partnerships with parents through digital learning journeys and session discussions to ensure that home and nursery routines align. Staff use detailed information from assessment to create effective individualised learning plans. All children make secure progress, strengthen key skills and are confident to build on what they already know and do swiftly. Staff share children's progress with parents and carers and make timely referrals to external agencies to ensure that all children achieve and thrive in their learning.

Overall, targeted interventions are purposeful and tailored to each child, starting with strategies and increasing support as required. All children, including those with SEND, are disadvantaged and/or face barriers to their learning, achieve well. Early years pupil premium is used strategically to fund additional resources and small-group activities. The setting has introduced a lending library to help families foster children's love of reading and to support their literacy development and overall learning progression. Leaders collaborate effectively with specialists and external agencies to extend learning opportunities. Staff access a range of professional development to strengthen inclusive practice, which is largely effective but not yet consistent. However, specialist expertise is not sufficiently developed to ensure that staff consistently refine strategies and align teaching precisely, particularly for children requiring targeted or specialist support.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum that supports children's development across all areas of learning. Staff use regular assessment to monitor progress, plan next steps and adapt activities to meet individual needs. They have clear learning intentions and help children build on what they already know. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, make secure progress. However, staff do not always identify quieter children quickly enough during group activities. For example, during water play and story time, staff do not consistently involve them in discussion. This can limit their access to the full curriculum and limit them in making even swifter progress.

Stories and songs are embedded in daily routines. Children sing confidently, practise vocabulary and remember actions to familiar songs. They choose books independently and enjoy sharing stories with staff. During group sessions, they listen attentively, recall events, anticipate what happens next and pronounce new words. Staff link stories to play. For example, children create dough alien models inspired by a story, developing understanding, imaginative thinking and fine motor skills. Mathematical learning is woven through daily activities. Children explore the concept of 'full' and 'empty' during water play, count skittles in group games and use shape language while building with construction resources. Staff purposefully plan and sequence experiences to help children learn about the wider world. They model language, ask questions and encourage discussion, for example during activities such as making pretend pancakes and talking about families, highlighting similarities and differences. Staff prioritise children's physical, personal, social and emotional development through routines, active play and supported interactions.

Achievement: Expected standard

Children demonstrate enthusiasm and curiosity as they grow more confident in their abilities. Over time, all children, including those with special educational needs and/or disabilities and who may face barriers to their learning or wellbeing, make secure progress in their learning and development from their unique starting points. They make choices in their play and develop independence and decision-making skills, such as pouring their own drinks, peeling fruit and putting on aprons for water play. Children form positive social relationships with their peers and engage in meaningful conversations with adults. They increasingly share resources, take turns, show kindness and develop empathy as they consider others' feelings. Children develop an understanding of healthy lifestyles. For example, they discuss healthy foods at snack time and enjoy daily outdoor play. This supports their physical development and awareness of exercise. Children practise counting, compare sizes and explore capacity, which builds secure mathematical foundations. Children use visual cues, gestures and objects of reference to support their participation, which enables them to engage fully in learning. All children access activities successfully and are developing the skills they need for school.

Behaviour, attitudes and establishing routines: Expected standard

Staff set clear expectations for children's behaviour, ensuring consistency, patience and sensitivity. They report that improvements to the daily routine, including adjusted session times and uninterrupted lunchtimes for full-day children, have had a positive impact on children's ability to manage transitions, regulate their emotions and develop social skills. All children feel secure and confident, which creates a calm, nurturing environment where they all thrive.

Staff are positive role models and engage enthusiastically with children during play and learning. They foster secure, trusting relationships with each child, ensuring they feel valued, respected and nurtured. All children display a love for learning. They are curious, motivated and ready to explore further. This is because children's wellbeing and emotional development are prioritised by all staff. Children are encouraged to develop key social and life skills and receive positive praise to reinforce desired behaviours. For example, they help to tidy up, share with friends and wait for their turn. Overall, practitioners successfully consider children's age and stage of development, alongside their individual needs and circumstances, adapting activities so all children can participate and meet the setting's expectations. Staff work closely with parents to promote regular attendance, which ensures consistent learning. Parents value the support they receive and are guided on ways to extend learning at home. There is a genuine commitment to education through strong parent partnerships and effective communication, which supports children in making sustained progress.

Children's welfare and wellbeing: Expected standard

The leaders and staff have developed a tailored settling-in process for each child, which helps children settle confidently. Staff demonstrate a secure understanding of each child's individual needs, home life, background and preferences, and they use this knowledge to plan next steps in learning. Children form strong bonds with their key person, seeking cuddles and reassurance when needed. Staff prioritise every child's wellbeing, recognising that children who feel safe, secure and valued are better prepared to engage in learning. All children, including those with special educational needs and/or disabilities, who are disadvantaged or who face barriers to learning, develop secure attachments. They benefit from this nurturing, inclusive environment and display a secure sense of belonging. All children are very happy and thrive.

Staff teach children words to express emotions, such as happy, sad and angry, with older children explaining why they feel this way. Children develop emotional awareness, manage their feelings and are excited and ready to engage fully in learning and build on what they already know and can do. Staff promote independence through toilet training and dressing skills, for example. They teach good hygiene routines, such as handwashing, which children carry out increasingly independently by rolling up sleeves, using taps and drying their hands. Staff support families in understanding the value of a healthy diet and support oral health. For instance, families have access to free toothbrushes and toothpaste. During rest and mealtimes, staff supervise children closely and remind them to eat safely. Practitioners support children well to develop an understanding of personal safety, while daily outdoor play provides plenty of fresh air, exercise and opportunities to develop their physical skills.

Leadership and governance: Expected standard

The nursery benefits from a committed management team that sustains the setting's ethos and drives continuous improvement. Leaders have a clear understanding of the provision's strengths and areas for development, building on high-quality practice. In their endeavour to enrich children's experiences, plans to extend outings and enhance the outdoor environment will support sustained progress. Effective partnerships with parents ensure continuity of care, with clear communication and signposting to family support. The nursery also engages with local schools to ease transitions. All children benefit from a rich, balanced and ambitious curriculum and make sustained progress.

Leaders and staff work effectively with external agencies to secure appropriate and timely support for children who face additional challenges, including those with social care involvement. Overall, ongoing monitoring ensures that targeted support is in place, enabling children to access the inclusive curriculum and make ongoing progress from their starting points. Recruitment procedures are thorough, with appropriate checks, induction and ongoing mentoring to maintain high standards of care and education. Leaders prioritise staff wellbeing, which supports positive morale, effective teamwork and a shared commitment to improvement. Professional development is purposeful and strengthens practice, including training to enhance the mathematics curriculum. Leaders recognise that more precisely targeted training, particularly to support the specific individual needs of children, including those with special educational needs and/or disabilities or who require additional interventions, would further enhance staff expertise and support even better outcomes.